By Gary Spruce
Facets of educating Secondary tune offers a pragmatic representation of the abilities, wisdom and knowing required to coach track within the secondary school room. Musical innovations and ideas are mentioned and a serious exam of key concerns is given. This encourages the reader to have interaction with those concepts and think about their perspectives and ideology by way of how they're going to impression their power to coach song in an encouraged and powerful demeanour.
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Extra info for Aspects of Teaching Secondary Music: Perspectives on Practice (Ou Flexible Pgceseries)
Below is a range of criteria that could be used to evaluate a department’s existing resources, as well as helping to decide upon new resources. The scheme of work Is this up-to-date? Does it reflect contemporary curriculum issues and practice? Values and attitudes Materials, equipment and repertoire are not value-free. Resources raise important questions about whether music reflects society. As part of your planning, you should determine whether the resources reinforce entrenched attitudes or whether they enable pupils to make their own independent choices.
The presence of the former will make the achievement of the latter more likely, but it is wrong to assume that one inevitably proceeds from the other. Departmental effectiveness can best be assured by the department constantly engaging in reflection and self-evaluation. A model for such self-evaluation is provided by Ribbins and Burridge (1992). They propose a six-stage model based on the four-stage development sequence suggested by School Development Plans project (DES 1989, 1991). The four original stages were: 1 2 3 4 audit (strengths and weaknesses are revised); construction (development priorities are selected and turned into specific targets); implementation (of the planned priorities and targets); evaluation (the success of implementation is checked).
1990) National Curriculum: Music Working Group Interim Report, London: DES. —— (1991) Music for Ages 5 to 14, London: DES. DfE (Department for Education) (1995) Music in the National Curriculum, London: DfE. DfEE (Department for Education and Employment) QCA (Qualifications and Curriculum Authority) (1999) The National Curriculum for England: Music, London: DfEE, QCA. Dobbs, J. and Fiske, R. (1956) The Oxford School Music Books. Teachers’ Manuals, London: Oxford University Press. Farrell, G.